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First Nation’s History

Social Studies 4
Ashley Luthin
January 14, 2018

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
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Table of Contents

Unit Rationale 2

Desired Results 3

Learning Plan 5

Assessments 8

Assessment Tool Overview 9

Differentiation, Accommodations, & Modifications 11

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Subject Area Social Studies

Grade Level 4
Topic First Nation’s History
Length of Unit (days) 13-14
Unit Rationale
In Alberta, the First Nations people have a very extensive and unique history that is essential in understanding Alberta
and its makeup. There will be many different groups that we will be learning about throughout the unit including things like
where they lived within Alberta, what languages they spoke, how they survived on the land and much more. We will also take
an extensive look at the role that bison played in Alberta through the lives of the First Nations groups. We will be exploring
these topics through various activities such as a group research project and a unique final project where students will have three
options as to what they would like to research. There will also be other, smaller activities completed throughout the unit that
will further student understanding in of these topics.

The reconciliation to First Nations people means that it is our responsibility to pay tribute to these individuals throughout
teaching and so that is why this unit is so important. It will provide students with accurate information about these groups and
their ways of life as it relates to the development of our province.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Subject Area Social Studies

Grade Level 4
Topic First Nation’s History
Length of Unit (days) 13-14
Desired Results
Learning Outcomes
GLO: The Stories, Histories and Peoples of Alberta
Students will demonstrate an understanding and appreciation of the role of stories, history and culture in
strengthening communities and contributing to identity and a sense of belonging.

SLOs:
Appreciate how an understanding of Alberta’s history, peoples and stories
contributes to their own sense of belonging and identity:

a. recognize how stories of people and events provide multiple perspectives on past and present events (I,
TCC)
b. recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and
history (CC, TCC)

c. recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta’s culture and
identity (CC, I, TCC)

Assess, critically, how the cultural and linguistic heritage and diversity of Alberta
has evolved over time by exploring and reflecting upon the following questions
and issues:

a. Which First Nations originally inhabited the different areas of the province?
(CC, LPP, TCC)
b. How is the diversity of Aboriginal peoples reflected in the number of languages spoken? (CC, I, LPP)

c. What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship between
people and the land? (TCC)

Skills:

4.S.3.1 develop skills of geographic thinking: use the scale on maps of Alberta to determine the distance between
places
4.S.7.7 apply the research process: access and retrieve appropriate information from the Internet by using a specific
search path or from given uniform resource locations (URLs)
4.S.8.1 demonstrate skills of oral, written and visual literacy: organize and present information, taking particular
audiences and purposes into consideration

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe

Understandings:
Students will understand that…
 Many First Nations groups greatly impacted
the creation of Alberta
 First Nations groups have a unique and
special relationship to the land
 Diversity among the First Nations groups
contributes to their individuality including
language and ways they live off of the land
Skills:
Students will be able to…
 Recognize the different First Nations Groups
 Relate First Nation’s ways of life to their
geographical location in Alberta
 Use various sources to find valid, reliable, and
accurate information
 Conduct research on various topics
 Work collaboratively with their classmates
Understandings:
Prior understandings…
Grade 3
General Outcome: Students will demonstrate an
understanding and appreciation of how geographic,
social, cultural and linguistic factors affect quality of
life in communities in India, Tunisia, Ukraine and
Peru.
Specific Outcomes
a. examine the social, cultural and
linguistic characteristics that affect
quality of life in communities in
other parts of the world by
exploring and reflecting upon the
following questions for inquiry
b. examine the geographic
characteristics that shape
communities in other parts of the
world by exploring and reflecting
upon the following questions for
EDUC 3604 – Unit Assessment Plan Template
Adapted from Understanding by Design (2005) by Wiggins and McTighe
3
Essential Questions:
Content Specific….
 How many First Nations groups are there in Alberta?
 How do their ways of life differ based on their
geographical region?
 What role did the bison play in First Nation’s way of
living?
 What are different sources that we can use that
provide us with valid information?
 What was the relationship between the First Nations
People and the land?
 What role did First Nations People play in the
creation of Alberta?
Cross-curricular….
 Presentations will cover some Language Arts SLOs
 This will relate to novel study done in ELA
Knowledge:
Students will know….
 Different First Nation groups and their location
within Alberta
 Facts about each group such as their way of life
related to the land, their language spoken and their
contribution to the creation of Alberta
 The role that Bison played to the First Nations groups
in Alberta
 How stories played a role in First Nation history
Understandings:
Where does this lead…
Grade 5
General Outcome: Students will demonstrate an understanding
of the people and the stories of Canada and their ways of life
over time and appreciate the diversity of Canada’s heritage.
Specific Outcomes
a. examine, critically, the ways of life of
Aboriginal peoples in Canada by exploring
and reflecting upon the following
questions and issues:
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inquiry:

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Subject Area Social Studies

Grade Level 4
Topic First Nation’s History
Length of Unit (days) 13-14
Learning Plan
SLO’s # Lesson Title Lesson Activities Assessments
recognize how stories of people and events provide multiple perspectives on past and present events

1 Regions Review Activity: Students will colour in a map that has Observations
Review/ First been divided into the natural regions in Alberta. I will Conversations:
Nations Groups ask if they remember what certain regions are called and Student participation
introduction what special components they have. during class
Introduction: Read introduction from textbook and discussions and
discuss with students how they thought First Nations activities
Students were learning/acquiring their information. Products:
Then, need to review terms that will be important like Review Map
“long ago” and “First Nations” We will then highlight First Nations groups
the Aboriginal Groups here in Alberta. map
Activity: Students will then use the map we previously
coloured in and we will identify where these various
groups inhabited on the map.

Resources: Danielle Farkas, Teachers pay Teachers

2 Regions Review Review: We will review the map we had worked on the Observations
1.

and First Nation previous class. If we need to finish, time will be allotted Conversations:
Connection to for that. We will review which groups lived in which Student conversations
regions regions on the map. in both whole and
Research Activity: Students will be split into (hopefully) small group settings
10 groups and each one will be assigned a different First Products:
Nation group to research. They will research things like Review of Map
their language spoken, their connection to the land and Puzzle pieces and
how they survive in each natural region. Once the completed Puzzle
research is finished, students will receive a puzzle piece.
They can visualize their found information any way they
wish on the piece. Once all groups are finished, we will
put the puzzle together. Each group will talk about their
assigned First Nation group and will add their piece of
the puzzle to our Alberta map on the wall. Students not
in those groups will jot down key points as they are
presented.

Resources: Danielle Farkas

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

of the provincerecognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history 3 Research Activity: Students should be continuing their research. Observations
Activity Once they finish, they will start designing their puzzle Conversations:
Continued pieces. Students will also fill out a peer assessment and Student conversation in
individual assessment as to how well they worked with small research group
the group. Products:
Research and Puzzle
Resources: N/A pieces
Peer and Self-
Assessment
2.
Which First Nations originally inhabited the different areas
3.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

4 Research Activity: Students should be finished their research and Observations

Activity should be starting and finishing their puzzle pieces while Conversations:
Continued getting ready to share their information with the class Student presentation
Products:
Student Presentation
Exit slip
5 Presentations! A Presentations: Students will present their research Observations
findings to the class. Students who are not presenting Conversations:
will be jotting down key points about each group. A fill Products:
in sheet will be provided.
Exit Slip: What was one thing you learned about? What
is one thing you still wonder about?
6 Living with the Review: Ask students to list the 6 natural regions in Observations
Land Alberta Conversations:
Activity: Students will be split into 6 groups (one for Student conversation
each natural region) and will work together to compile within groups and
information about how First Nations groups live off of whole class discussion
the land based on the region they were living in. They Products:
will have the entire period to finish the research. Handout

Resources: Textbook

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

of the province 7 Living with the Activity: Students will now share their findings with Observations
Land Continued their peers. One person from each group will teach their Conversations:
peers about the region they were responsible for. Student conversations
Students will fill in their handout as they are taught about during whole class
each one. We will also review as a class to ensure discussion
students have all vital information. Products:
hat do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship between people and the land?Which First Nations originally inhabited the different areas

Exit Slip: List anything that you would still want to Handout
know about the people and the land. Exit Slip

Resources: N/A
1.
2.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3
recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history 8 Buffalo! Quiz? Quiz will be about the different First Nations Observations
groups and how they survived on the land. Conversations:
Activity: We will cover how the huge of a role the Student conversation in
buffalo played in the lives of most of the mentioned whole group discussion
groups. Students will get a print out of a buffalo and will Products:
fill in the blanks as we go. I will name a body part and Worksheet
ask students to brainstorm what they part of the body
might be used for. If there is time, we will watch a video
about Head Smashed in Buffalo Jump.

Exit Slip: Is there anything you are still unclear about

and would like to go over or know more about?

Resources: Danielle Farkas

1.

9 Passing on the Activity: Ask students to remember back to the Observations

History beginning of the unit and ask them to remember how Conversations:
First Nations passed down information. This is done Student engagement in
largely through story telling. Show video about story whole group
telling specifically and discuss how that could be used to discussion.
pass down information, history etc. Then, show video Products:
that discusses oral story and stories on stone. (15 mins). Discussion
From there, ask why the park should be treated with such
respect. Also ask why they think the park and other
stories are so important to Alberta’s identity then and
today.
Exit Slip: Have you ever experienced story telling? What
did you learn from it?
Resources: https://www.youtube.com/watch?
v=BNY7L_RdObA&index=1&list=PLyOHg0ragbAenih
qYRnhhbxue1nDobboI

https://www.youtube.com/watch?v=E4-PIMIWuX4

10 Final Project *If there was time, the final project should have been Observations
introduced last class for students to decide what option Conversations:
they would like to choose from. Conversation during
Activity: Students will begin working on their final worktime
projects for the unit. They will have three options, to Products:
make a poster describing what they have learned, to Final Product
write a biography on a significant member of the
Indigenous community or to analyze and summarize an
“In the News” article. All specifics will be handed out to
the students and they will choose what project they do.
Planning sheets and final draft sheets will be provided
for all projects. All projects should relate to how
Indigenous people have shaped Canada at that moment
and still today. Students will present their findings to
either the class or to me.

Resources:

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3
What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship between people and the land?recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta’s culture and identity 11 Final Project Activity: Students will continue to work on their final Observations
projects. Conversations:
Products:
Resources: Danielle Farkas
2.
3.

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

12 Final Project Daily Question? Observations

All SLOs mentioned above. Conversations:
Activity: Students will continue to work on their final Products:
projects. Students should be close to finishing and
getting ready to present.
1.

Resources: N/A
13 Presentations! Activity: Students will present their projects to the class Observations
for a summative mark. Conversations:
ELA SLOs for
communication
Products:
Resources: Final Project

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 3

Assessments
Handouts
Exit Peer Self- Final
Title and Skill Presentations
Slips Assessment Assessment Project
Learning Based Tasks
Outcomes Type
(Formative/ F F F F F/S S
Summative)
Weighting - - - - 25% 75%

Recognize how stories of

people and events provide 
  
multiple perspectives on past
and present events

Recognize oral traditions,

narratives and stories as valid 
  
sources of knowledge about
the land, culture and history

Recognize the presence and

influence of diverse

Aboriginal peoples as     
inherent to Alberta’s culture
and identity

Which First Nations

originally inhabited the 
    
different areas of the
province?

How is the diversity of

Aboriginal peoples reflected 
    
in the number of languages
spoken?

What do the stories of

Aboriginal peoples tell us

about their beliefs regarding     
the relationship between
people and the land?
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Subject Area Social Studies

Grade Level 4
Topic First Nations History
Length of Unit (days) 13-14
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Grade Level 4
Topic First Nation’s History
Length of Unit (days) 13-14 days

Assessment Tool Overview

Assessment
Assessment Assessment OF
Assessment Tool Brief Description FOR
AS Learning Learning
Learning
The map activity is going to be used as a pre-assessment
in order to see what students remember about the natural
regions in Alberta. This is an important component to
review to ensure students have a good grasp on
everything as the rest of this unit relies heavily on
Review Activity- Map knowing the regions and what they contain and are
Colouring comprised of. This will be an assessment FOR learning as
 
I will be able to gauge what students know and where we
can go from there. This will also be assessment AS
learning as students will be able to see what they already
know but it will also highlight if they need to review
some components as well.
Exit slips will be used throughout the unit in order to
make sure students have a grasp on the content being
taught. They will also be used to give students a chance to
have some input as to what they would like to be learning
about as well. This will be assessment FOR learning as I
Exit Slips
will be able to see where the strengths and weaknesses
 
are in the class in order to plan accordingly. It will also be
used for assessment AS learning as students will be able
to think about what they already know but also about
where they would like to take their thinking and learning.
Handouts and skill-based tasks will be used throughout
the unit as a means for students to interact with the
content in more hands-on activities. These activities
include things like creating a map of Alberta using areas
where indigenous groups inhabited, labeling the buffalo
and what specific body parts are used for and discussing
Handouts and Skill-
Based Tasks
different natural regions in the province and analyzing  
how their components influenced how the different
Indigenous groups lived off the land. This will be
assessment FOR learning as I will be able to see what is
working and not working in terms of content. It will also
be assessment AS learning because students will evaluate
their own learning as they complete these tasks.
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In order for me to monitor how well students are working

together with their peers, they will periodically fill out a
peer evaluation for the group members they were working
Peer Assessment with. This will not only assist in holding students 
accountable for their work, but it will also allow me to get
a sense of who works well together and who doesn’t. This
will mostly be used for assessment FOR learning.
In addition to the peer assessments, students will also
complete self-evaluations from time-to-time. This will
allow students to look at their own performance during
tasks and decide what they did well on and what they
need to look at improving. This will be used as
Self- Evaluation assessment FOR learning as it will assist me in knowing  
what students are grasping and what might need more
work. This will be a huge assessment AS learning for
students as they will be able to thoughtfully reflect on
their work and learning while providing some possible
solutions or goals for improvement.
Throughout the unit, students will have many
opportunities to present their findings to me and their
peers. This will be done in a variety of formats such as
whole class and small group presentations. This will be
used as assessment FOR learning as I will be able to
Presentations monitor what students know and what still needs some   
more attention and time. This will also be assessment AS
learning because students will get to assessment their own
learning. This will also be assessment OF learning
because some presentations will be taken in for a
summative assessment.
This will be the final assessment of the unit where
students will have choice as to what project they
complete to show their understanding of the unit.
Students will have the option to complete a biography of
an Indigenous individual from Alberta, create a poster
highlighting what they have learned or to summarize a
news article highlighting a current issue while relating it
to content learned in the unit. This will be assessment
Final Project
FOR learning as it will allow for me to see what students
  
really understood while indicating areas that may still
need work. It will also be assessment AS learning as
students will be evaluating their work and progress as
they complete the assignment. Finally, this will be
assessment OF learning as this will be taken in for a
summative assessment as a culmination of student
learning and knowledge learned in the unit.
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Subject Area Social Studies

Grade Level 4
Topic First Nation’s History
Length of Unit (days) 13-14 days
Differentiation, Accommodations, & Modifications
Unit
Differentiation: If necessary, some students may be able to complete fewer questions or tasks, as long as they are showing an
understanding of the topic.

Accommodations: If necessary, students can be provided scribes, readers or any other assistance they require.

Modifications: Will be decided as necessary

Assessment
Differentiation: Students may be given an alternative final project to ensure they can complete it on time and show what they
know to the best of their ability.

Accommodations: Same accommodations as provided for the unit.

Modifications: Will be decided as necessary

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